This is an exhilarating period to be a lunar researcher, similar to WashU’s Emily Culley. Through its Artemis initiative, NASA is paving a novel path to investigate the moon for scientific breakthroughs, technological progress, and to comprehend how to survive and operate on another celestial body as we gear up for human explorations to Mars.
Culley, a doctoral candidate in earth, environmental and planetary sciences within Arts & Sciences, employs visuals from NASA’s Lunar Reconnaissance Orbiter Camera to examine the moon’s surface, contributing to a deeper understanding of lunar geology and formation.
Hailing from Pittsburgh, Culley has served as a peer mentor coordinator at WashU for her department and is dedicated to nurturing an inclusive atmosphere in the sciences. Here, Culley discusses her views on how leaders can assist in building a welcoming community.
What sparked your interest in science?
You could say that teaching runs in the family. My father is a professor, while my mother taught and provided tutoring for elementary math and reading. My grandmother instructed physics and calculus, and my grandfather was an adjunct professor. In my household, we all had a strong affinity for learning.
My dad conducts research in the social sciences, so we engaged in analytical experiments at home for enjoyment! When I was just 3 or 4 years old, we maintained a bar graph on the refrigerator to keep track of how many segments were in a clementine. Each time we peeled one, we filled in boxes on our chart. I remember counting and discussing basic math concepts, averages, and variability. My passion for inquiry and understanding the world can be credited to my parents.
The practice of releasing
Culley enjoys producing art as a means to unwind. She loves crochet, cross-stitching, and various paper crafts — even paint-by-numbers.
‘Everyone should have a hobby. I relish creating diverse types of art. I may not excel at them, but that is not the reason I engage in them. It’s crucial for my mental well-being and joy to have a creative outlet that is distinctly different from my research and engages another part of my brain!’
You were significantly engaged in WashU’s peer mentoring initiative. How did you cultivate camaraderie and support among graduate students?
Our responsibility was to pair incoming first-year graduate students with mentors. I began this during preview weekend when I interacted with prospective students and attempted to remember their traits. I also distributed a questionnaire based on insights I found helpful while tutoring high school students. Discovering someone’s most and least favorite subjects can reveal a considerable amount about how their minds function best. That understanding aided us in matching new students with mentors.
We also discovered that second-year students preparing for their oral exams required substantial support, leading us to expand the program. We organized practice talks and office hours for students to ask questions, and we established a study hall for practice sessions. Even first-year students gained from this, primarily through opportunities to forge friendships.
We also aimed to strengthen the long-standing tradition of a first-year celebration, which was more about enjoyment than academics but immensely valuable. Our objective is to cultivate an atmosphere where new graduate students can meet others.
Finding someone you can relate to can significantly impact later on when they, or you, seek guidance. If you’re uncomfortable approaching your professor — whether it’s a trivial query, due to embarrassment, or because you’re pressed for time — having someone approachable to turn to is essential.
How do you ensure that everyone can envision a place where they fit in within the sciences?
That’s an excellent inquiry. Some might suggest that social media is a great starting point. I’ve heard suggestions about making your science approachable by injecting humor into your platform and showcasing your science. Individuals in our field and department are exceptional at this.
Another crucial method for building our community is simply to engage with unfamiliar individuals. For instance, at conferences, seek out people you haven’t interacted with, especially undergraduate or early-career researchers. Learn about their science and backgrounds. Treat them with dignity. Because everyone deserves to thrive in this field.
The article Class Acts: Emily Culley first appeared on The Source.